Comparing National Identity Discourses in History, Geography and Civic Education Curricula: The Case of France and Ireland

Autor/inn/en	Sautereau, Adrien; Faas, Daniel
Titel	Comparing National Identity Discourses in History, Geography and Civic Education Curricula: The Case of France and Ireland
Quelle	In: European Educational Research Journal, 22 (2023) 4, S.555-571 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faas, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041221086378
Schlagwörter	Foreign Countries; Civics; Geography Instruction; History Instruction; Curriculum; Patriotism; Self Concept; Citizenship; Political Influences; Institutional Role; Secondary Education; Research Methodology; Discourse Analysis; Citizenship Education; France; Ireland; Europe + Suchen Sie Ihr Suchwort? Ausland; Staatsbürgerkunde; Geography education; Geography lessons; Geografieunterricht; History lessons; Geschichtsunterricht; Curricula; Lehrplan; Rahmenplan; Patriotismus; Selbstkonzept; Staatsbürgerschaft; Political influence; Politischer Einfluss; Sekundarbereich; Research method; Forschungsmethode; Diskursanalyse; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Frankreich; Irland; Europa
Abstract	National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01